My name is Joseph Ferano and I am studying my butt off to become a crazy good polyglot and linguist. I have been studying foreign languages since the tender age of 15 and in 10 years I have acquired skills in several languages. My ultimate goal is to travel the world and explore the countries these languages came from. I will be posting my experiences, opinions, and diatribes on this blog as I track my progress in becoming fluent in 8 languages.

Irony is a motherfucker. I mean that in the most endearing way possible. I really do. I have been debating the role of literature in foreign language departments for a good month now. My argument is that literature isn't the end-all-be-all of language learning and that it is done ass-backwards.

According to Hoffman and James, most students enter literature courses with only an "Intermediate" speaking level using the ACTFL scale. They would do so after completing 4 semesters(with 3 hours of instruction per week). Literature courses at the University of Puerto Rico usually start around the 5th or 6th semester, but thankfully the amount of instruction hours students receive is quite different. First and second semester students enjoy 7 hours and a half of instruction a week, while the third semester course is 4 hours. If you add the Diction and Phonetics' course, you add 1 hour and a half, totaling 5 hours and a half. After that it's the standard '2 class sessions a week' deal. Here is a sample curriculum;

It is plausible that given the UPR's more rigorous program that students will come into the literature courses with a slightly higher level than the average student at the author's university, perhaps as much as an Advanced Low. Nevertheless, it is important to note that Intermediate level students are just barely able to create coherent sentences and link them up in paragraph length discourse. Even if students reach Advanced Low, their speech will be characterized in the following manner;

While the language of Advanced-Low speakers may be marked by substantial, albeit irregular flow, it is typically somewhat strained and tentative, with noticeable self-correction and a certain 'grammatical roughness.' The vocabulary of Advanced-Low speakers is primarily generic in nature.

Literature courses can be challenging and straining to even Superior speakers of a language, especially when faced with the task of formulating arguments and ideas. Advanced speakers cannot do this effectively, as they are usually characterized as only being able to narrate. So it stands to reason that most students are simply not prepared for most literature courses at this level. Their reading level will be insufficient and they will not be able to organize the type of class discussion that is usually found in a literature classroom. Now, I believe in literature and I do understand how valuable it is, but it is simply not being introduced to students correctly.

There is only one option available to help students transition and hopefully reach that coveted Superior rating. While I do appreciate the UPR's flexibility in allowing students to chose their final 3 electives, I believe the school should organize the literature courses into an inverse chronological order. Modern authors tend to use more simplistic writing, if only by the fact that the vernacular and culture allusions are a bit closer to home. Hemingway and Camus are just two examples of authors whose texts can be introduced to students who venture into foreign language literature for the first time. This is exactly what is attempted during elementary and high school, a gradual progression of reading level. By introducing easier to read literature first, you allow the student to build up the language in a much more pragmatic and realistic way. Sounds simple and logical right? Think again.

From 3rd to 8th grade, I attended English speaking schools, so by the time I changed to a Spanish speaking high school, my Spanish reading level was slightly below average. At that time I was under the impression that reading levels were gradually increased, but of course my Spanish professor didn't think that was necessary. Our 9th grade reading selection included "El mio cid" and "El lazarillo de torme", which meant moving in a chronological order. It meant we had to read the "cagate en tu madre" literature(it just means it was hard to read). I quickly began despising Spanish literature since I thought I was just an idiot who couldn't read. It's not the most pleasant experience to read a text where the only thing you can make out of it is "you're a moron."

Flash forward 10 years and I get the brilliant idea to read "Le Père Goriot" in French. Not so brilliant when you don't understand half of what you are reading. Sure, things got easier as the action started getting underway, but I saw quickly that I was wasting my time. If you are spending more time trying to decipher what the hell you are reading, then you aren't really reading. I find that Albert Camus and "L'Étranger" provide me with a challenging reading level that suits me just fine. My comprehension of that novel is to the point where I can chose to keep on reading without the use of a dictionary and still get almost all of it, nonetheless I can chose, almost arbitrarily, to look up any word I missed when I feel up to it. If only the novel wasn't so boring...

Coming back to my proposal, the university can make sure that literature is appropriately organized into reading levels allowing students to develop it gradually; how God intended it to be. If this is not the case, then I only see two other options; teach literature in translation or make your students gag a little bit at the very idea of having to read. Reading in translation is interesting because it teaches culture amazingly well and, dare I say, better. Putting aside the other goal(learning the language), you can quickly see that reading in your own language will allow an infinitely superior comprehension of the text. If you can get off your high horse and stop regurgitating that baseless claim that "you cannot appreciate a text in translation", you might be able to come to the conclusion that a properly translated novel should still maintain the cultural references so important to literature. Moreover, you are actually going to understand what the hell is going on in the story, which I think is important too, but I may be mistaken.

Nonetheless, I do not approve of this method, since it completely misses the other and most important goal; to learn the language. Literature should always be second to this goal since you cannot read literature without knowing the language. I swear this sounds so obvious but I get the feeling some people would rather avoid the truth. I know Hoffman and James feel the same way.

This is roughly the conclusion I have come up with after a month of discussions with various influential people. Students need to learn a language first, how to appreciate beautiful works of art second. If certain college programs can make adjustments to their curriculum so that it allows the student to progress in a much natural order, instead of that "sink or swim" attitude, maybe literature would actually be looked forward to by the average language learner. Lastly, the student's oral proficiency should never be left in the dark in favor of his literary proficiency. I fear that this trend still exists in a lot of institutions and it is definitely not the way to go. In much the same way illiterate people get criticized, shouldn't we equally criticize people who do the opposite? I think I will save that little diatribe for another post.

Actively enrolled in second semester Italian. I have achieved astonishing fluency in very little time, thanks to its proximity to Spanish and French. Currently just attending class, need to start watching more movies. Saw "Le conseguenze dell'amore" which was an amazingly well directed movie.

Things to work on: Learn popular vocabulary and expressions.

German
(Intermediate Mid)

I have a new Austrian tutor. She is amazing, very patient and really wants to help me learn the language. My first year of German was good, but I never really had a lot of conversational practice so my spoken fluency was lacking. In just a few sessions with her, I have greatly improved my speed and fluidity.

Things to work on: Just need to keep talking so I can develop conversational speed.

Spanish
(Superior)

Currently enrolled in Spanish Grammar I which is helping me understand the underlying structure of my second native language. Hopefully this course will help me in a future teaching position.

Things to work on: A formal explanation of the "Pluscuamperfecto de subjuntivo" so I can do some comparative linguistics with Italian.

English
(Superior)

Currently enrolled in English Honors I, which so far has been interesting, to say the least. As my first native language, it is taking a little getting used to, since it's my literary language. I wish I could do writing exercises more appropriate for my level.

Things to work on: I just need to pass the first year so I can get into some hardcore British lit.

Japanese
(Intermediate Low)

Not actively learning. It has been several years since I have even talked to someone, however, I have a knack for remembering languages even after prolonged bouts of disuse. I'll pick it up again after my bachelors degree.

Things to work on: The university needs to offer Japanese, it's a little strange that such a popular language is not available.

Mandarin
(Novice Mid)

Not actively learning. Took a refresher course last semester and it helped me remember some of the things I have forgotten. The college professor is infinitely better than my old high school teacher. If I decide to stay in PR for my masters, I will pick it back up at that time.

Things to work on: I will wait till after my bachelors to start back up.

Cantonese
(Novice Low)

Not actively learning. Why put this language here? Because it holds a special place in my heart. It is the first language I fell in love with when I was watching Kung Fu movies as a kid. It sounds so wonderful to hear people speak it.

Things to work on: I need to try and find out if I can get my masters in Hong Kong. That would be a dream come true. I love
Dim Sum XD